8TH Grade History: World War I

[Pages:20]8TH Grade History: World War I

Chris Mason EPSY 630n

Marist College

Lesson 1: Standards and Outcomes

? Standards

8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace. (Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH) ? 8.4a European militarism, the alliance system,

imperialism, and nationalism were all factors that contributed to the start of World War I. ? CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

? Learning Outcomes ? Students will be able to explain

the causes of World War I. ? Students will understand the

meaning of key terms from the Unit.

Lesson Overview: Causes of WW1

? Do Now on World War I ? Groups of two to discuss definition of imperialism and nationalism

and relation to World War I. ? Class discussion ? Jigsaw activity: Group 1 video on allied powers, Group 2 video on

central powers. ? Discuss findings, lecture on assassination of archduke Ferdinand. ? Exit Ticket

Resources

? Notebooks and writing utensils. ? Chrome Books. ? Do Now and Exit ticket.

Adjustments/Modifications

? John (ADHD)- given opportunity to take breaks and has an aide who will help ? Marcia (ELL)- Spanish sub titles and use of dry erase board if better at writing to

communicate, otherwise translator. Also, documents translated and technology help. ? Samantha (deaf)- Sub titles and dry erase board and other accommodations. ? Tara and Raven (ADD)- given opportunity to take breaks and given extra time. ? Derek (ELL)- subtitles, but encouraged to communicate in English. Also translated documents if necessary. ? Adam (autism)- communicate responses orally and aide given summarized version of alliance video.

Groups

? Paul who is gifted and a part time tutor will work with Adam who has slight autism.

? Charles who is struggling will be paired with Ethan who is an A student. ? Maria who knows little English will be paired with Derek. ? Brian who has no particular interest will be paired with Henry. ? Samantha who is deaf will work with Mary who gets all A's. ? Jesus who gets mostly A's will work with John who has ADHD. ? Amanda who has dyslexia will work with Julia who gets mostly B's. ? Meghan who is above average will work with Raven who has ADD. ? Rebecca is an average student that will work with Tara who has ADD, but still

gets B's.

Lesson 2: Standards and Outcomes

? Standards

8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace. (Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH)

? 8.4b International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

CCSS.ELA-LITERACY.RH.6-8.1

? Cite specific textual evidence to support analysis of primary and secondary sources.

? Learning Outcomes

? Students will be able to define propaganda and explain how it helped get the U.S. involved in WW1.

? Students will be able to analyze primary source documents and pull out facts and evidence.

Lesson Overview: U.S. involvement

? Do Now ? Lecture and notes ? Individually analyze primary source document and answer

questions. ? Class discussion ? Work in groups on chrome books ? Exit ticket

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